La dimensión argumentativa y tecnológica en la formación de docentes de ciencias

AUTOR(ES)

Romano, Leticia Garcia, Condat, María Eugenia, Occelli, Maricel, Valeiras, Nora

FONTE

Ciênc. educ. (Bauru)

DATA DE PUBLICAÇÃO

2016-12

RESUMO

Abstract: We discuss in this paper the notions of argumentation held by science teachers and high school students. The analysis is taken to a deeper level through the characterization of three technological resources that are employed in the context of initial and continuous training of science teachers. The resources studied are: discussion forums, maps of arguments (Debategraph) and WISE (Web-based Inquiry Science Environment). With regard to the ideas on argumentation of teachers and students, the results show a variety of positions, expectations and skills. When it comes to technology resources, one can say that the three resources combine two key aspects in science learning: argumentation and collaboration. Based on the results obtained, suggestions for incorporating argumentative and technological dimensions in science teacher training are proposed.

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